Outstanding School Awards (OSA). Domain 2 Teaching and Learning. Outstanding School Awards De-briefing for the School Sector Domain 2. Content Presenter 1.Introduction Mrs Sylvia Cheung 2.Curriculum Mrs Sylvia Cheung
Teaching and Learning
1.Introduction Mrs Sylvia Cheung
2.Curriculum Mrs Sylvia Cheung
3.Class teaching & learning Mrs Judy Chua
Mr Yeung Veng Meng
4.Assessment Mr Koo Chao Ming
5.Other Observations Dr Chong Lap Chun
Mrs Grace Yung
6.Strengths and Areas for Further Development Professor John Lee
7.Question and Answer Session
25 grade descriptors:
Class Teaching and Learning
(a) a curriculum that is well-structured and balanced, with continuity and cross-subject co-ordination;
(b) an effective curriculum monitoring and review system under which all teachers are involved in developing realistic performance goals and associated targets in teaching and learning;
(c) teaching that is effective in developing students’ knowledge, higher order thinking (such as critical thinking), creativity, self-learning skills and positive learning attitudes;
(d) a mechanism which enables the sharing of good teaching practices among teachers and provides prompt and supportive feedback on their performance;
(e) clear policy and support for teachers to set consistent and attainable expectations for students, cater for individual differences, and create a liberal and open learning atmosphere; and
(f) assessment policy and system that cater for the different needs and abilities of students and provide feedback effectively to students, parents and teachers for improvement of teaching.
Curriculum and attainable expectations for students, cater for individual differences, and create a liberal and open learning atmosphere; and
Class Teaching and Learning curriculum innovations, school management should involve teachers in the developmental stage, familiarize them with the initiatives and gain their support at the outset.
For example, a primary school employed a dual strategy (“walking by two legs” approach) which put equal emphasis on developing students’ basic skills and core competencies through traditional methods on one hand, and developing their higher order thinking skills through innovative teaching approach like project work on the other.
Assessment improvement projects were more geared to the upgrading of existing hardware than to enhancing teaching and learning effectiveness.
Other Observations towards ranking students by performance, whereas assessment should be conceptually treated as an integral part of teaching and learning and a means of diagnosing learning problems, providing feedback on the learning process to teachers and students, and helping to promote further learning.
Strengths and Areas for Further Development
Areas for Further Development catering for the needs of students.
Class Teaching and Learning school-based needs and fit into the overall curriculum framework.
Areas for Further Development self-learning skills.
Assessment relating to teaching and learning among teachers.
Areas for Further Development parents and involve them in assessing the performance of students, especially in non-academic aspects.